Shifting the Curriculum: Decentralization in the Art Education Experienceheidimay
Shifting the Curriculum: Decentralization in the Art Education Experience, by Heidi May, Art Education, Volume 64, No. 3 (pp. 33-41) copyright National Art Education Association (NAEA) 2011. www.arteducators.org
Understanding the Nature of Mobile Learning2009jeffkissinger
Diving head first into a mobile learning project without understanding the relevant pedagogy, technologies, faculty, and students could spell disaster for those who attempt. Having been involved with various mobile learning, training, and course development projects, the presenter will share his successes as well as setbacks, and offer practical suggestions for those considering mobile learning.
The presentation focus will cover a theoretical framework of mobile learning that was developed to situate and guide the development and support of such initiatives. Topics to be covered include: faculty training for mobile teaching and learning, common misconceptions, and easy to implement ideas that may increase access for rural, military, and digital divide students.
Shifting the Curriculum: Decentralization in the Art Education Experienceheidimay
Shifting the Curriculum: Decentralization in the Art Education Experience, by Heidi May, Art Education, Volume 64, No. 3 (pp. 33-41) copyright National Art Education Association (NAEA) 2011. www.arteducators.org
Understanding the Nature of Mobile Learning2009jeffkissinger
Diving head first into a mobile learning project without understanding the relevant pedagogy, technologies, faculty, and students could spell disaster for those who attempt. Having been involved with various mobile learning, training, and course development projects, the presenter will share his successes as well as setbacks, and offer practical suggestions for those considering mobile learning.
The presentation focus will cover a theoretical framework of mobile learning that was developed to situate and guide the development and support of such initiatives. Topics to be covered include: faculty training for mobile teaching and learning, common misconceptions, and easy to implement ideas that may increase access for rural, military, and digital divide students.
Version de descarga http://www.lulu.com/content/e-book/instalacion-de-elastix/8274959
www.AsteriskClub.org: Manual Explicativo de Elastix (Asterisk) basado en Centos, lleva preinstalado Asterisk, FreePBX, y A2B, vTiger CRM, Hylafax, y un Modulo CallCenter, y otras soluciones adicionales.
Los factores determinantes del entorno general, tal y como se ha mencionado ya varias veces en el texto, son un número variable, que hemos reducido a cuatro por pura conveniencia. Estos son:
Factores políticos y legales, tales como:
Estabilidad política y social
Política gubernamental
Legalidad aplicable
Fiscalidad empresarial
Factores económicos, entre los que cabe destacar:
Crecimiento de la economía
Tasa de inflación
Tipos de interés
Balanza comercial
Factores tecnológicos
Nivel de obsolescencia
Intensidad tecnológica
Políticas de apoyo a la I+D+I
Factores socio-culturales, entre los que cabe destacar:
Demografía y su evolución
Grupos de presión
Conciencia ecológica
Consideración social del trabajo
Version de descarga http://www.lulu.com/content/e-book/instalacion-de-elastix/8274959
www.AsteriskClub.org: Manual Explicativo de Elastix (Asterisk) basado en Centos, lleva preinstalado Asterisk, FreePBX, y A2B, vTiger CRM, Hylafax, y un Modulo CallCenter, y otras soluciones adicionales.
Los factores determinantes del entorno general, tal y como se ha mencionado ya varias veces en el texto, son un número variable, que hemos reducido a cuatro por pura conveniencia. Estos son:
Factores políticos y legales, tales como:
Estabilidad política y social
Política gubernamental
Legalidad aplicable
Fiscalidad empresarial
Factores económicos, entre los que cabe destacar:
Crecimiento de la economía
Tasa de inflación
Tipos de interés
Balanza comercial
Factores tecnológicos
Nivel de obsolescencia
Intensidad tecnológica
Políticas de apoyo a la I+D+I
Factores socio-culturales, entre los que cabe destacar:
Demografía y su evolución
Grupos de presión
Conciencia ecológica
Consideración social del trabajo
Topic2 understanding by the design at a glanceMaria Theresa
Underscores the framework and concept of understanding by design, this includes
Teacher as designer, The Big Idea
Stage 1: The Desired Outcomes, Stage 2: The Assessment, Stage 3: Learning Plan
10 Major Principles of UBD, Strength of Ubd
Problems of UbD and Challenges encountered by the educators in the implementation of Ubd.
presentation by Kristina D.C. Hoeppner, Gilbert Busana, Charles Max, Robert A.P. Reuter at
ED-MEDIA 2009 in Honolulu, 24 June 2009. The last slide was changed to reflect the new address of the study program where up-to-date information can be found.
12 13 PGCE ICT Reflective Practice Seminar 2Miles Berry
The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.
This is the Keynote that I gave at BYTE 2012. None of the ideas are original. The main idea of the keynote is that you are, in fact, a mashup of what you choose to let into your life. You are the sum of your influences. The German writer Goethe said, “We are shaped and fashioned by what we love.”
Links I spoke about: http://newspapermap.com/
http://www.wordle.net/
http://ds106.us/
http://visual.ly/
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Nmsa Integrated Curriculum Handout
1. 11/23/09
+Using +
GOALS: Participants will be able to …
Understanding
by Design …use concepts to find authentic connections
among content areas
to Integrate
…create integrated curriculum that attends
Curriculum equally to all subject matter
…construct learning experiences that foster
student understanding and motivation
Kristina J. Doubet, Ph.D. …create performance assessments that
James Madison University encompass standards
DoubetKJ@jmu.edu
And, in the process, address NMSA Standards 3,4,5
+ +
PROs and CONS Requirements – NMSA SPAs
Standard 3 Middle Level Curriculum and Assessment – Middle level masters
candidates understand and analyze the major concepts, principles, theories,
and research related to middle level curriculum and assessment, and they
Whyis Integrated apply that knowledge in the practice.
K1. Understand that middle level curriculum should be relevant, inviting,
Curriculum important? challenging, integrative, and exploratory.
K3. Understand the interdisciplinary nature of knowledge and how to explore
and make connections among subject areas and life situations.
Whatare its P2. Use current knowledge and standards from multiple subject areas in
planning, integrating, and implementing middle level curriculum.
drawbacks? What P4. Develop and implement an integrated and integrative curriculum.
makes it difficult to Standard 4 Middle Level Teaching Fields: Middle level masters candidates
understand and analyze the major concepts, principles, theories, standards,
create/ implement? and research related to their teaching field(s), and they apply that knowledge
in their practice.
K1. Possess a depth and breadth of knowledge in one or more teaching fields.
K2. Know how to use content knowledge to make interdisciplinary connections.
P4. Teach in ways that help young adolescents understand the integrated nature
of knowledge.
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2. 11/23/09
+ +
Integrate curriculum through
What is a
more authentic connections “Concept”?
Make sure one content area does
not control the others
Combine the study of integration An “big idea” word – usually an abstract noun – that acts as a
with the study of assessment and “lens” through which to view content. Concepts can serve as
planning “umbrellas” to unite related ideas.
Paraphrased from Lynn Erikson, 2003
Sample Concepts How is Perspective Important to…
Math:
Perspective/perception Graphs and charts give us a visual perspective of numerical
Judgment/Decision-making relationships.
Style/Uniqueness
English:
Connectedness/connection
Interdependence The perspective from which a story is told affects all other parts
of the story.
Big Picture
Community Communication
Social Studies:
Unity Relationships
To fully understand a conflict or event, we must examine it from
Inquiry Reflection multiple perspectives.
Voice Tolerance
Power Collaboration/sharing Science:
Conflict Survival “Scale” brings our perspectives closer to reality.
Variation Compensation/adaptation
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3. 11/23/09
+ Concepts in Action Each content area has its unique challenges and
concerns, however they share uniting concepts.
Using these concepts, we can find meaningful
POWER ways to integrate curriculum.
Where do you have it? Where do you lack it? “Expert teachers know the structure of their disciplines,
and this knowledge provides them with cognitive
roadmaps that guide the assignments they give students,
the assessments they use to gauge students’ progress,
and the questions they ask in the give and take of
“Shrew” Characters “Shrew” Characters who classroom life. In short, their knowledge of the
who had it (and why): lacked it (and why): discipline and their knowledge of pedagogy interact.”
They are, therefore, able to anticipate the ‘conceptual
barriers’ that may keep students from understanding the
content, and proactively develop methods for helping
students to circumvent these roadblocks.”
The degree of power we have is determined by both ourselves and our contexts. Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.
+ Basic UbD Template +
Standards
Goal:
Lesson, Unit, or Course Level Big Ideas with Transfer Power
Role:
Those that fall under this “Umbrella” Related Facts and Skills
Audience:
Authentic/
Performance
Ongoing Summative and Formative Situation:
-Based and Assessments
formative
(GRASP)
Product/Performance:
Lesson Plans
Put “wheels on” the KUDs
3
4. 11/23/09
+ Planning a focused curriculum means
clarity about what students should:
Goal: To assemble the best short fiction available to young
UNDERSTAND:
readers into one volume “Big Idea” statements
Contain concepts
Role: Editor of a Short Fiction Anthology Hold “Transfer Power”
Principles/Generalizations
Audience: Publisher
KNOW:
Situation: You are compiling an anthology entitled, Now and Then: A
Facts
Collection of Short Fiction from Established and Emerging Authors.
You must decide which stories you will include. You can draw from Vocabulary
stories read in class other stories of your choosing, and/or stories
written by your classmates. You must advertise your inclusion-
BE ABLE TO DO: Skills
Basic Skills (Read non-fiction text)
criteria, which should reflect our unit’s UKDs and EQ-s.
Thinking Skills (analyze, solve, compare/contrast, discriminate fact/
fiction)
Product: An annotated Prospectus explaining and defending your
Skills Of the Discipline (What does an mathematician do? Engineer?)
inclusion choices
Planning (Goal setting, use of time)
Social (cooperation, sharing)
+ +
Understandings: “Understand” Objectives
These are the conceptual objectives you have for
your students. They are statements that… Essential truths that give meaning to the topic
• …Usually revolve around and contain important Statements that have “transfer power” or allow students to
concepts investigate content through a variety of modes or on a
variety of levels
• …Represent big ideas that have enduring value Stated as a full sentence beginning with the phrase,
beyond the classroom. “Students should understand THAT…” (not “how” or
“why”)
• …Reside at the heart of the discipline and are
worthy of exploration Examples: Students will understand that…
…multiplication is another way to do addition.
• …Require “uncoverage” rather than coverage (of …people migrate to meet basic needs.
abstract or often misunderstood ideas) …all cultures contain the same elements.
…entropy and enthalpy are competing forces in the natural world.
• …Offer potential for engaging students …voice reflects the author’s perspective & background.
Tomlinson ‘03
Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.
4
5. 11/23/09
+ Examples of Understandings + “Know” Objectives
Students will understand that…
English
…fiction is a reflection (or refraction) of fact. Facts, names, dates, places, information
and
…the fiction of a given time period reflects peoples’ values during that time period. vocabulary; also includes procedural aspects
…one’s writing is a reflection of him/her self
Examples:
Math: There are 50 states in the U.S.
…the dimensions of a shape exist in an interdependent relationship with
its other dimensions; change to one dimension results in changes in it
other dimensions.
Thomas Jefferson – the third president of the United
…mathematical patterns help up decode the universe. States (and other biographical data).
1492 – the year that Columbus is reported to have
Social studies: discovered the Americas
…all cultures have beliefs, roles, traditions, economies, and technologies. “The Continental Divide” – a divide separating river
…a people changes and is changed by its culture.*
…a people’s cultural norms reflects its beliefs and values.
systems that flow to opposite sides of a continent
The multiplication tables
Science: The steps of the scientific method
…life is organized into systems (ecosystem, respiratory system, cell system, etc.)
…systems are comprised of interdependent parts; change to one part of an We can usually find these in our state standards
system results in change in its other parts.*
Tomlinson ‘03
+ + These Understands, Knows, or Dos?
Are
“Be-Able-To-Do” Objectives Based on Virginia’s SOLs
Skills (basic skills, skills of the discipline, (Find the concepts in the Understandings)
skills of independence, social skills, skills of
production) SCIENCE
• Design an experiment in which one variable is manipulated over
Verbs or verb phrases (not the whole activity) many trials.
• An experiment is a structured test of a hypothesis.
Examples: • Accurate observations and evidence are necessary to draw realistic
and plausible conclusions.
Analyze text for meaning
Solve a problem to find perimeter HISTORY
Write a well-supported argument • Formulate historical questions and defend findings based on inquiry
and interpretation.
Evaluate work according to specified criteria
• Exploration and colonization results in the redistribution of
Contribute to the success of a group or team population.
Use graphics to represent data appropriately • The Middle Atlantic region was settled chiefly by English, Dutch,
and German-speaking immigrants seeking religious freedom and
We can usually find these in our state standards economic opportunity.
Tomlinson ‘03
5
6. 11/23/09
+ These Understands, Knows, or Dos?
Are
Based on NC’s EOG’s (Find the concepts in the Unders.) Ancient Egypt
ENGLISH UNDERSTAND THAT:
• An author’s voice reflects his/her perspective. • A culture is defined by its government, religion, geography,
customs, technologies, and products.
• Point of view refers to the authors choice of narrator for his/her • Clues about one part of a culture provides insight into other its
story.
other aspects.
• Project the student’s voice into his/her work through reflective
interpretation of prior events KNOW:
• Specific aspects of Egyptian Culture (government, religion,
MATH geography, technologies, products, customs)
• Apply geometric properties and relationships, including the
Pythagorean theorem. BE ABLE TO:
• The formula for the area of a triangle is (½)bh. • Formulate and confirm theories about how ancient Egyptians built
pyramids
• The dimensions of a figure exist in an interdependent • Make connections among pyramids and other aspects of Egyptian
relationship with the figure’s perimeter, area, and volume.
culture (government, religion, geography, technologies, products,
customs)
Also – Identify the concepts present in the Understandings.
+ +
Concepts in Action Concept
INTRODUCING INTERDEPENDENCE
Understandings
Interdependence: A situation in which the parts of a =
system depend upon and are affected by all of the other Big Idea
parts; change to or action by one part of an "Knows" Statements
interdependent system brings about change in/action =
by the other parts of that system. Facts
"Be able to Dos"
• Music
• Science
Pick one of the systems listed on =
• Relationships
the left, and discuss with a Skills
partner how the parts of that
• Dance system work together in an
• Self-Reflection interdependent fashion.
• Sports
6
7. 11/23/09
+ +
Interdependence Interdependence
Understanding: Understanding:
Change to one element of a Change to one component of
story will result in change to an ecosystem will bring about
the other elements. change in the other parts.
Facts: Facts:
Definitions of Definitions of
setting, plot, point Skills: ecosystem, Skills:
of view, conflict... Analyze the impact of historical habitat, predator, Determine the make up of a particular
perspective on a piece of writing. prey, scarcity, etc. ecosystem.
Determine the effects of a story’s Analyze cause and effect relationships
point of view. within an ecosystem (etc.).
Science Example Language Arts Example
Concept: Perspective Concept: Perspective
Lesson Topic: Characterization
Topic: Solar System
Understand:
Understand that… We figure out what characters are like by perceiving their
The human perspective does not necessarily reflect the reality of words and actions; different people may perceive the
spatial relationships. same character in different ways.
“Scale” brings our perspectives closer to reality.
Know:
Know: Definition of characterization; different ways to describe
Distance between planets and their moons, other planets, and the characters
earth; what causes the seasons; ratio, scale Do:
Characterize a main and supporting character.
Do:
Discover and analyze distances and convert to ratios Describe a character from 2 different characters’
Create scale models, illustrations, etc. of solar system perspectives and note/explain differences.
Analyze the impact of distance on other natural phenomena.
7
8. 11/23/09
+ Math Example Courtesy of Chicopee HS Teachers History Example
Concept: Perspective
Concept: Perspective Lesson Topic:World Leaders
Lesson Topic: Graphing Linear Inequalities Understand:
Understand: We can figure out what leaders are like by perceiving their
words and actions; different people may perceive the same
The solutions of linear inequalities provide a visual
leader in different ways.
perspective on coordinate planes.
Know:
Know:
Coordinate plane (def.); linear inequality (def. and sample Important national and world leaders; different
solutions); linear inequalities have an infinite # of solutions biographical facts and contributions of different leaders
Do: Do:
Graph the appropriate line Describe a national or world leader.
Choose a point on either side of the line Distinguish how that leader would appear from 2 different
Test the point to determine if it satisfies the inequality characters’ perspectives
Shade the side that contains the solutions Analyze the effects of perspective on description
+ +
UNDERSTANDING BY DESIGN “Understand” Objectives
BACKWARDS DESIGN
Essential truths that give meaning to the topic
IAL
Statements that have “transfer power” or allow students
ENT to investigate content through a variety of modes or on a
ESS variety of levels
OUT S?
T AB STION
Stated as a full sentence beginning with the phrase,
WH A “Students should understand THAT…” (not “how” or
QUE “why”)
Examples: Students will understand that…
…the human perspective does not necessarily reflect the reality of
spatial relationships.
… different people may perceive the same leader in different ways.
…graphs and charts give us a digestible perspective of large amounts
of data; we choose a certain graph to present a certain perspective.
…authors employ literary techniques in order to manipulate the
reader’s perspective of characters, conflicts, etc.
8
9. 11/23/09
+ + Essential Questions:
“Understand” Objectives
Deep questions that will help students “unpack”
Essential truths that give meaning to the topic the understandings
Statements that have “transfer power” or allow students
to investigate content through a variety of modes or on a Students will understand THAT…the human
variety of levels perspective does not necessarily reflect the reality
Stated as a full sentence beginning with the phrase, of spatial relationships.
“Students should understand THAT…” (not “how” or What about our human perspective is limiting?
“why”)
How do we judge the accuracy of our
Examples: Students will understand that…
…the human perspective does not necessarily reflect the reality of
perceptions?
spatial relationships.
… different people may perceive the same leader in different ways.
In what ways can we discern the truth?
…graphs and charts give us a digestible perspective of large amounts
of data; we choose a certain graph to present a certain perspective.
…authors employ literary techniques in order to shape the reader’s
perspective of characters, conflicts, etc.
+ + Essential Questions:
“Understand” Objectives
Deep questions that will help students “unpack”
Essential truths that give meaning to the topic the understandings
Statements that have “transfer power” or allow students to
investigate content through a variety of modes or on a
Students will understand THAT…different
variety of levels people may perceive a leader in different
ways.
Stated as a full sentence beginning with the phrase,
“Students should understand THAT…” (not “how” or What colors our perceptions of leaders?
“why”) Are these perceptions constant or can they change?
Examples: Students will understand that… Whatmight change someone’s perspective of a
…the human perspective does not necessarily reflect the reality of
spatial relationships. leader?
… different people may perceive the same leader in different ways.
Why do different people perceive the same leader in
…graphs and charts give us a digestible perspective of large amounts of
data; we choose a certain graph to present a certain perspective. different ways?
…authors employ literary techniques in order to shape the reader’s
perspective of characters, conflicts, etc.
9
10. 11/23/09
+ + Essential Questions:
“Understand” Objectives
Deep questions that will help students “unpack”
the understandings
Students will understand THAT… …graphs and
charts give us a digestible perspective of
large amounts of data; we choose a certain
graph to present a certain perspective.
Whatare the advantages of each type of graph? What
perspectives do they afford?
How do we determine which graph to use?
Is
manipulating our graph choice the same as manipulating
the truth? Why or why not?
+ + Essential Questions:
“Understand” Objectives
Deep questions that will help students “unpack”
Essential truths that give meaning to the topic the understandings
Statements that have “transfer power” or allow students Students will understand THAT… authors
to investigate content through a variety of modes or on a
variety of levels employ literary techniques in order to shape
the reader’s perspective of characters,
Stated as a full sentence beginning with the phrase,
“Students should understand THAT…” (not “how” or conflicts, etc.
“why”) How can literary techniques influence our perspectives?
Are some literary techniques more effective than others in
Examples: Students will understand that…
…the human perspective does not necessarily reflect the reality of
shaping perspective?
spatial relationships. How do authors select the proper tool for the appropriate
… different people may perceive the same leader in different ways.
purpose?
…graphs and charts give us a digestible perspective of large amounts
of data; we choose a certain graph to present a certain perspective. . Can different readers emerge with different perspectives
… authors employ literary techniques in order to shape the reader’s of the same character, conflict, etc.? If so, why?
perspective of characters, conflicts, etc.
10
11. 11/23/09
+ +
Unit consists of both Team and Individual components:
TEAM – Representatives from each content area developed the
How do we following:
Concepts which ALL parties agreed were central to their
disciplines (e.g., conflict, change, power)
put this into Understandings – containing these concepts –which all
parties agreed were central to their disciplines (e.g., “Conflict
produces change.”)
action? INDIVIDUALS
Standards-based, content-specific unit topics that would
revolve around the concepts and understandings developed
by the group
Associated facts and skills for each individual’s content area
and the state/national standards to which they corresponded
+ + Basic UbD Template
Standards
(Continued)
Lesson, Unit, or Course Level Big Ideas with Transfer Power
TEAM designed a “Group GRASP” Performance Assessment
that would…
Those that fall under this “Umbrella” Related Facts and Skills
…assess the general understandings developed by the team
…assess the facts and skills from each individual unit were
naturally addressed by the Group Grasp
…be assessed by a common rubric (which the team
developed) Authentic/ Ongoing Summative and Formative
Performance and Assessments
EACH INDIVIDUAL developed… -Based formative
… his/her own complete UBD unit for his/her content’s
topic, complete with Stage 3 “Learning Plan”(lesson plans
with formative assessments) Lesson Plans
… a test which measured all of the Understandings, Facts,
and Skills which were NOT assessed by the Group GRASP Put “wheels on” the KUDs
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+ X + Those addressed by both individual
and group portions (*= Group)
Subject-Specific Subject-Specific
Understandings Essential ?s Understandings w/ Essential Questions
common to all 4 common to all 4 same concepts as
Disciplines Disciplines Group portion
Facts/Skills from each discipline that fit All Facts/Skills addressed by both
What does the under these conceptual umbrellas
What did the
individual and group portions (*=Group)
TEAM portion Group GRASP INDIVIDUAL Summative Test
look like in UbD Performance
portion look like and key (to address Formative
X
UKDs and Assessments used
Assessment and in each Lesson
Format? Rubric which
addressed all of
in UbD Format? standards not
addressed by (described in
“Learning Plan”)
Group Grasp)
the above.
5-7 days of lesson plans in prescribed
X
design format (Hook, etc.)
+ +
Goal To protect endangered wildlife.
Questions to Consider:
Role Local environmentalist or specific animal advocate
Does each unit use concepts to find authentic connections
Audience Congressmen and Virginia state representatives, wildlife among content areas?
experts, chemical engineers who specialize in pollution control
Do the integrated curriculum units attend equally to all content
Situation Choose one local plant and one local animal from same areas (or are three in service to one)?
location (land area or water). Consider how a change in the
environment regarding pollution/litter could affect how this plant and Does each GRASP present students with learning experiences
animal have their needs met. Persuade the community and state that foster student understanding, inquiry, and motivation
representatives to help protect these organisms
Does each performance assessments encompass standards?
Performance Task Design a campaign and create a bill. The
campaign and bill will incorporate research about selected plant and Does this assignment address NMSA Standards 3,4, and 5?
animal – including statistics (in the form of graphs) – as support in its
effectively and persuasively written prose. It will include
documentation to reflect all stages of the lawmaking process.
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